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RICA Website Practice Test
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Questions in this quiz (60)
1A sixth grader who is advanced in most areas of reading has difficulty completing assigned reading selections. He appears motivated when he begins reading, but he has difficulty keeping his attention on the task at hand. Which of the following would be his teacher's best initial strategy for addressing this difficulty?
- AAdapting the student's reading assignments to reduce their complexity and level of cognitive challenge
- BTelling the student that his grades will be based in part on his ability to improve his concentration when he works on reading assignments
- CBreaking down the student's reading assignments into small steps and helping him learn to monitor his own attention and progress
- DManaging the student's reading assignments so that he generally has only one to work on at any given time
2When creating lesson plans to promote specific reading skills, a teacher should make sure that:
- AEach planned activity for students is designed to strengthen two or more specific reading skills.
- BThe targeted reading skills relate to an appropriate instructional progression and reflect students' needs.
- CEach planned activity connects students' reading, writing, listening, and speaking skills.
- DThe targeted reading skills are grade-appropriate and taught to all students using the same instructional methods.
3An early elementary teacher could most effectively support at-home reading by:
- ASending parents/guardians a regular newsletter describing classroom reading activities.
- BSharing with parents/guardians important articles from professional reading journals.
- CRecommending books that parents/guardians would likely enjoy reading with their children.
- DProviding parents/guardians with periodic reports on their children's progress in reading.
4A sixth-grade teacher wants to ensure that the classroom reading environment supports content-area learning for the English Learners in the class. Which of the following strategies is likely to be most effective in addressing this objective?
- AReplacing classroom content-area books with simpler texts on the same subjects that the English Learners can understand more readily
- BProviding English Learners with grade-level, English-only content- area books to promote academic language
- CMaking available in the classroom content-area texts at various levels that supplement and reinforce the information presented in students' textbooks
- DSetting up an area in the classroom where students can go to reread the content-area textbook quietly and independently
5Of the following questions, which would be most important for a teacher
to consider when interpreting the results of a reading assessment for a particular student?- AHow did the student's performance on this assessment compare with that of the student's classmates?
- BAre these findings sufficient to assign a grade to the student's performance?
- CHow do these findings relate to the student's performance on other recently administered reading assessments?
- DDo these findings provide information about the student's ranking in regard to national norms of reading achievement?
6A fourth-grade class includes two students with Individualized Education Programs (IEPs). When planning classroom entry- level and progress-monitoring assessments for these students, the teacher should:
- AMake arrangements for the students to be tested in an environment that is quiet and free from distractions.
- BConsult the Reading/Language Arts Framework for California Public Schools to determine appropriate assessments for students with IEPs.
- CRecognize that these students may require additional time to complete their work on these assessments.
- DConsult each student's IEP to determine any specific testing accommodations required for that student.
7A middle school teacher is preparing for the class to take the sixth-grade California Standards Test (CST) in English-language arts. The teacher believes that a student in the class with a Section 504 Plan would perform significantly better on the assessment if she were allowed to have frequent supervised breaks within sections of the test. Which of the following guidelines would be most important for the teacher to follow to ensure that arrangements for this student during the test are appropriate?
- AProviding the student with this testing accommodation only if it is specified in her Section 504 Plan
- BUsing good teacher judgment to determine if such an accommodation is warranted
- CFollowing whatever accommodations are generally recommended for students with Section 504 Plans
- DRequesting testing accommodations for the student in writing at least eight weeks before the test is given
8Midway through the year, a second-grade teacher convenes a student success team to plan additional support for a student who is performing somewhat below grade-level standards in reading. Other members of the team include the student and her parents, another teacher who works closely with the student, and a school administrator. In the context of developing an improvement plan for the student, which of the following pieces
of information would be most important for the teacher to communicate to the success team?- AA comparison of the student's reading skills with those of her peers who are performing at grade level
- BA list of each of the formal and informal reading assessments that the student has taken so far during this school year
- CA list of appropriate formal reading assessments that could be used for the student's summative evaluations
- DA description of the student's assessed strengths and weaknesses that could serve as a foundation for addressing her needs
9A kindergarten teacher plays the following game with students. The teacher says, "Guess whose name I'm going to say now?" The teacher then says the initial sound of a student's name (e.g., /m/ for Mariko), and the children try to guess the name. This activity is likely to promote the reading development of students primarily by helping them:
- Ablend separate sounds in words.
- Brecognize that a spoken word is made up of sounds.
- Cunderstand the principles of phonics.
- Dlearn how to spell their own names.
10Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?
- AAsking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")
- BHaving the student listen to a tape- recorded story while looking at the book and then answer several simple questions about the story
- CAsking the student to identify the letters in the alphabet that
correspond to the initial consonant sounds of several familiar spoken words - DHaving the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words
11A kindergarten teacher is preparing a student for a phonemic awareness assessment.
Teacher: What is this a picture of? [The teacher displays a picture of a boat.]
Student: A boat?
Teacher: A boat, that's right. Now, let's say the word boat together very slowly:
/b/.../ō/.../t/. [The student pronounces the word with the teacher.]
Teacher: How many sounds do you hear? /b/.../ō/.../t/ . . . [The teacher slowly repeats the word.]
Student: Three?
Teacher: That's right, three. Now, I'd like you to do this for some more words.
This assessment would be an appropriate way to test the student's ability to perform which of the following phonemic awareness tasks?- Acounting and blending the phonemes in a word
- Bidentifying onsets and rimes
- Crecognizing how many phonemes are contained in a word
- Drelating phonemes to letters
12The use of rhyming texts for kindergarten read-alouds is likely to promote the reading development of kindergarten students primarily by:
- Afostering their phonological awareness.
- Bincreasing their vocabulary knowledge.
- Cenhancing their understanding of story elements.
- Dimproving their letter recognition skills.
13Which of the following strategies would best help a kindergarten student who is having difficulty visually distinguishing between the letters b and d?
- Ahelping the student focus on the directionality of each letter as the student traces it
- Bhaving the student look for the letters within the text of a favorite picture book
- Crepeating the name of each letter several times as the student points to the letter
- Dencouraging the student to observe closely as the teacher writes the letters
14A first grader can identify the letters of the alphabet and decode a number of simple words. He becomes confused, however, when tracking print in consecutive lines
of print. Which of the following strategies is likely to be most effective in helping the student read a short paragraph of simple text?- AHelp him sound out unfamiliar words included in the text before he attempts to read the entire paragraph.
- BHave him use his finger or a marker as he reads the text.
- CHelp him increase his reading rate to improve his understanding of the continuity between words and sentences in the paragraph.
- DModify the paragraph by using a yellow highlighter to identify natural groupings of words and phrases within the paragraph.
15Which of the following instructional practices would be most effective in promoting kindergarten students' understanding of the alphabetic principle?
- Aroutinely saying the sounds in words when writing the words on the board
- Bcreating a writing center in the classroom, stocked with paper and writing implements
- Clabeling key objects in the classroom such as the clock and tables
- Dstopping frequently during read- alouds to carefully pronounce and define important words
16An emergent reader frequently reverses some letters and numbers during writing tasks. Which of the following strategies would be most effective in helping this student develop more accurate letter formation skills?
- Aproviding the student with supplemental practice writing lists of words that are spelled with the target letters
- Bhaving the student practice tracing the target letter shapes with a finger while saying aloud the sequence of steps to form each letter
- Cproviding the student with a supplemental handwriting workbook that describes the formation of the target letters in a series of steps
- Dencouraging the student to vocalize words when writing, especially when the words contain the target letters
17In the word chimpanzee, which of the following pairs of letters is a digraph?
- Ach
- Bmp
- Can
- Dee
18A kindergarten student has demonstrated the ability to write words phonetically, but she is reluctant to write because she is worried about misspelling words. The teacher could best promote the student's reading and writing development by:
- Areassuring her that it is okay for now to express herself in writing by spelling words as they sound.
- Bgiving her a spelling list of high- frequency sight words to copy and learn each day.
- Chelping her make a list of words that she already knows how to spell correctly.
- Dsuggesting that she spend time copying some of the words found in her favorite stories.
19During which of the following stages of spelling development do students typically begin to show an understanding of the correspondence between letters and sounds?
- Apre-communicative
- Bsemi-phonetic
- Cphonetic
- Dtransitional
20Function words such as to, the, and of are most appropriately taught in the context of which of the following areas of reading instruction?
- Aphonics skills practice
- Bstructural analysis skills
- Cacademic-language development
- Dsight-word vocabulary
21A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:
- Aprovide reading opportunities for students to practice sounds in context after studying the sounds in isolation.
- Bmake certain that students have mastered vowel sounds before focusing on consonants.
- Censure that students master the spelling of practice words using the target sound before teaching a new sound.
- Dinclude instruction in related consonant blends when introducing individual consonants.
22Early in the school year, a first-grade teacher wants to conduct an assessment of students' ability to read grade- appropriate words, including phonetically regular words and high-frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?
- AThe teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance.
- BThe teacher meets individually with students and asks each student to write a list of words the student knows how to read.
- CThe teacher allows each student to select a grade-appropriate text from the classroom library and asks each student to try reading the text aloud.
- DThe teacher prepares a list of
grade-appropriate words, asks each student to try reading the words aloud, and records the results.
23Several first graders have mastered sounding out and blending words that follow simple short-vowel phonics patterns. Their teacher would like to help them begin to develop whole-word reading (i.e., automatic word recognition) of words that follow these patterns. Which of the following instructional approaches would be most effective for this purpose?
- Ausing teacher read-alouds followed by echo reading and then choral rereading of the students' favorite texts that include some simple words
- Bscheduling frequent silent independent reading practice of word lists based on the students' oral language vocabulary
- Cproviding modeling and guided student practice sounding out simple, regular words subvocally and then reading them aloud normally
- Dexposing students to common environmental print to provide frequent exposures to everyday words and phrases
24When reading aloud texts, a second-grade English Learner often makes errors in pronunciation that are unrelated to her ability to accurately decode the words. The teacher's best response would be to:
- Awrite down words the student mispronounces and include them on a list for her to practice reading aloud.
- Banalyze the student's pronunciation patterns and plan an intervention to address difficulties that may affect her reading comprehension.
- Cencourage other students in the class to help the student work on improving her accuracy in pronunciation.
- Dhelp the student avoid having pronunciation errors count as reading miscues by stopping her and having her correct her own errors.
25Which of the following approaches would be most effective in helping first-grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing?
- Aexplicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection
- Busing think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
- Chaving students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
- Dteaching the inflectional ending -ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words
26An eighth-grade teacher wants to help students improve their spelling of scientific vocabulary, including the terms listed below.
barometer
centimeter
ehydrate
hydrogen
microscope
telescope
thermal
thermometer
Which of the following instructional strategies is likely to be most effective for this purpose?- Ashowing students how to divide scientific terms into syllables to facilitate accurate spelling
- Bconducting practice drills to help students memorize the irregular spelling patterns of the words
- Cfamiliarizing students with the spelling and meaning of Greek morphemes in scientific terms
- Dhelping students determine correct spellings by dividing the words into onsets and rimes
27A sixth-grade teacher observes that several students have misspelled the word pasteurize. After writing pasteurize and Louis Pasteur on the board, the teacher explains how Pasteur invented the process of pasteurization. Students then discuss how the word Pasteur relates to the word pasteurize. This instructional activity fosters students' reading and writing development primarily by:
- Ahelping them learn to use etymology to improve spelling and decoding of multisyllabic words.
- Bhelping them improve their ability to distinguish between similarly spelled words.
- Cmotivating them to use orthographic patterns to expand their vocabulary knowledge.
- Dmotivating them to improve their spelling and decoding through the use of systematic study skills.
28A third-grade student who is an advanced learner has already demonstrated mastery of the derivational suffixes -ness and
-ment, which will be the focus of an upcoming whole-class decoding and spelling lesson. Which of the following strategies for differentiating instruction for this lesson would be most appropriate for this student?- Ahaving the student work on inflectional suffixes
- Bteaching the student the content planned for the following lesson
- Cencouraging the student to engage in independent silent reading
- Dintroducing the student to higher- level derivational suffixes
29Which of the following word pairs are homophones?
- Aanswer and reply
- Bplayful and replay
- Ctable and stable
- Dsight and site
30A second-grade teacher would like to include independent silent reading as one of several approaches used to promote students' fluency development. When planning differentiated fluency instruction for individual students in the class, the teacher should keep in mind that using independent silent reading to promote fluency:
- Ais most critical for students whose sight-word knowledge is below grade level.
- Bshould be limited to narrative texts in the early elementary grades.
- Cis most effective when students select texts at or above their instructional reading level.
- Dshould be limited to students who have already acquired automaticity.
31A fourth-grade student who reads grade- level narrative texts with fluency and excellent comprehension is struggling to read aloud a grade-level content-area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which of the following factors is most likely disrupting the student's fluent reading of this text?
- Ainsufficient background knowledge to support basic comprehension of the text
- Black of experience with the academic-language structures used in the text
- Cinsufficient monitoring of comprehension while reading the text
- Dlack of grade-level word analysis skills for accurate decoding of the words in the text
32Which of the following instructional activities would best help upper- elementary English Learners develop intonations and rhythms of the English language to support fluent reading?
- Aleading a class discussion on an age- appropriate topic, then having each student read aloud a section of a text that is written about the same topic
- Bhaving the students record their own oral reading of a passage and then listen to the recording while silently rereading the passage
- Cgiving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads it aloud again
- Dencouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted
33A second-grade teacher would like to plan an activity to improve the reading rate of two students who read at about the same rate and level and are both automatic readers. Which of the following activities would best address the students' needs?
- Aa cooperative silent reading activity, in which the students read the same passage together silently, stopping periodically to share their understanding of the text
- Ba repeated reading activity, in which each student takes several turns reading aloud a decodable passage to the other student while the other student follows along silently
- Ca paired reading activity, in which the students sit side by side and read a shared text aloud in unison, gradually increasing their pace as they proceed through the text
- Da timed partner-reading activity, in which the students take turns
silently reading a shared text for one minute while the other student keeps time and says when to stop
34A second grader has demonstrated the ability to decode individual words accurately, but she reads very slowly and laboriously. When the teacher tries to engage the student in oral reading activities, she says she feels "embarrassed" and would rather read silently. Which of the following modifications to instruction would be most appropriate and effective for helping this student improve her reading fluency?
- Aencouraging her to serve as an "audience" for other students' oral reading until she demonstrates willingness to read aloud herself
- Bhaving her reread a text several times using whisper reading to build her fluency and confidence with respect to the text
- Cteaching her how to use self- monitoring as she reads to improve her literal comprehension and ability to read with prosody
- Dproviding her with explicit phonics instruction to improve her word identification skills before requiring her to read aloud
35Based on the student's reading performance on this assessment, instruction to increase the student's reading fluency should focus primarily on:
- Aenhancing the student's contextual analysis skills.
- Bpromoting the student's automatic word recognition.
- Cimproving the student's academic- language skills.
- Dexpanding the student's oral vocabulary knowledge.
36When reading the last sentence of the passage, the student pronounces the word imagine as [ĭm mā' jīn]. Evidence from this assessment best supports which of the following interpretations of this word- reading error?
- AThe student recognizes the base word but is unaware of phonological shifts that apply to the derived form.
- BThe student is unfamiliar with syllabication rules governing medial consonants.
- CThe student does not apply the appropriate phonics generalizations to the last two syllables of the word.
- DThe student applies syllabication and phonics rules correctly but does not recognize the word.
37Lately, when choosing a book to read, a third grader who reads at grade level always selects books from a series that is written in a very formulaic style that does little to extend his conceptual or language development. The teacher's best response to this behavior would be to:
- Aavoid interfering with the student's selection of books as long as he finds his choices enjoyable.
- Bprovide the student with books with similar themes or on similar topics that are more challenging for him.
- Cpoint out to the student some of the major limitations of the books he is choosing to read and ask him not to read those books at school.
- Dadvise the student that he should choose books that will prepare him for the more difficult reading he will encounter in fourth grade.
38A second-grade student has limited vocabulary knowledge, which hinders the student's word recognition and reading comprehension. The student's oral reading is slow and labored, and the student typically spends the majority of independent reading time browsing through books, making little effort to read the actual words on the page. Research has shown that which of the following is most likely to happen if this student receives no instructional intervention?
- AThe student will always be behind average-performing peers but will achieve an adequate reading level to be academically successful.
- BThe student will naturally begin to show more interest and proficiency in reading as the student matures and will catch up with average- performing peers in third grade.
- CThe student will remain approximately at a second-grade reading level and will not be able to progress beyond this level.
- DThe student will begin to fall behind peers in reading development and will continue to fall further behind in later grades as texts include increasingly difficult vocabulary.
39Which of the following statements best explains an important limitation of teaching students to rely on context as their primary strategy for determining the meaning of unfamiliar words in texts?
- AContext clues have limited usefulness for students who already have well-developed background knowledge related to a text's subject or content.
- BUsing context to determine the meaning of an unfamiliar word disrupts students' reading fluency more significantly than simply consulting a dictionary.
- CExplicit context clues about a word's meaning are not very common in most texts, while implicit contextual clues often require students to apply background knowledge they lack.
- DOverreliance on context as a word- learning strategy hinders students' vocabulary growth, since they should be learning most new words in direct vocabulary instruction.
40A fifth-grade teacher is planning a multidisciplinary unit on water pollution. For this unit, students will read chapters from their social studies and science textbooks as well as relevant fictional narratives. These materials will also be incorporated into a variety of instructional activities designed to promote students' reading development. Which of the following statements best describes an important advantage of using a cross- curricular approach such as this unit to promote students' reading development?
- AInterdisciplinary reading instruction provides more opportunities for teachers to tailor teaching strategies to the needs of individual students.
- BReading instruction that focuses on both literature and content-area texts helps students recognize and understand differences between written and oral English.
- CInterdisciplinary reading instruction motivates students to apply a variety of word identification strategies to clarify the meaning of texts.
- DReading instruction that integrates a variety of related texts promotes deep processing of new vocabulary through multiple exposures to key words and concepts.
41A middle school teacher writes the morpheme dict on the board, pronounces it, and explains that dict derives from the Latin word for "speak." The teacher then asks students if they can think of English words that start with or include dict. The teacher uses the students' suggestions to create the diagram shown below.
_____________
This activity is likely to promote students' vocabulary development primarily by helping the students:
- Arecognize common prefixes and suffixes.
- Blearn the techniques of concept mapping.
- Capply knowledge of word roots as a word-learning strategy.
- Ddraw on a knowledge of phonics to unlock word meanings.
42A teacher substitutes blank spaces for several nouns, verbs, adjectives, and adverbs in an appropriate level text and asks students to determine reasonable and logical words to complete each blank. This technique is useful as an informal assessment of students' understanding of English language structures primarily because it requires them to:
- Adefine various grammatical categories in their own words.
- Bselect appropriate words based on their grammatical function as well as on their meaning.
- Cgroup words into grammatical categories to clarify their meaning.
- Ddraw on grammatical knowledge to identify the subjects and predicates of complex sentences.
43A fifth-grade teacher gives students the following sentence:
Neither walking on the beach nor running around the track cheered Ahmed up.
The teacher asks the students how the phrases that come just after neither and just after nor are similar. This exercise can promote students' reading comprehension by helping them:- Adistinguish between explicit and implied main ideas.
- Bapply literal comprehension skills.
- Cidentify cause-and-effect relationships.
- Drecognize parallel grammatical structures.
44A middle school teacher designs an instructional activity in which students combine several sentences to form a single sentence, as illustrated below.
This activity is likely to be most effective in helping students:
- Astrengthen their ability to comprehend and write complex sentences.
- Bapply literal comprehension skills to identify and write main idea statements.
- Cimprove their inferential comprehension skills.
- Duse self-monitoring techniques to clarify the meaning of text.
45Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words?
- Aimpassable
- BElephant
- CInterim
- DExamine
46Use the information below to answer the four questions that follow.
A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below.
'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.
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46. The teacher reads aloud the clause "All mimsy were the borogoves" and asks students what that might mean. One student responds, "It means that the borogoves were all mimsy!" This student's response demonstrates skill in which of the following reading comprehension strategies?- Aapplying relevant content knowledge
- Brecognizing cause-and-effect relationships
- Canalyzing the use of figurative language
- Dinterpreting unusual grammatical constructions
47Use the information below to answer the four questions that follow.
A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below.
'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.
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47. The teacher plans a variety of activities related to "Jabberwocky." Students will work in pairs to make up definitions for some of the nonsense words (e.g., slithy). They will read the
poem aloud using tone of voice to express various moods. Finally, they will create their own nonsense poems and give oral readings of them. These activities are most likely to promote students' reading development by:- Aproviding students with the opportunity for an in-depth analysis of a specific literary genre.
- Bdeveloping students' understanding of the differences between written and oral English.
- Cfostering students' enjoyment of playing with and thinking about language.
- Dhelping students make distinctions between serious and whimsical literature.
48Use the information below to answer the four questions that follow.
A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below.
'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.
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48. One student pronounces gyre with a hard g sound, while his classmate uses a soft g sound. They ask the teacher who is
correct. The teacher's best response would be to:- Aremind students to use their knowledge of syntactic principles to determine the pronunciation.
- Bexplain that one strategy for determining a likely pronunciation of a new word is to consider other words that contain a similar root (e.g., gyrate, gyroscope).
- Chave the class vote and suggest that students use the pronunciation that is preferred by the majority.
- Dadvise them that since gyre is a nonsense word, it does not really matter whether they pronounce it with a hard g or a soft g, so both pronunciations are correct.
49Use the information below to answer the four questions that follow.
A sixth-grade teacher reads his students the nonsense poem "Jabberwocky" by Lewis Carroll. The first four lines of the poem are shown below.
'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.
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49. The teacher asks the students if they can tell which of the nonsense words in the poem are nouns. One student says that toves is a noun. Another says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions. This exercise would be especially useful for helping students understand that:- Abeing familiar with conventions of capitalization and spelling can help a reader interpret a text.
- Brecognizing the roots of words can help a reader decode the words.
- Cbeing familiar with common language structures can help a reader interpret a text.
- Drecognizing a text's genre can help a reader comprehend the text.
50Use the information below to answer the three questions that follow.
A sixth-grade class that includes several English Learners has been studying volcanoes. The teacher designs the following paragraph-building activity as part of a chapter review toward the end of the unit.
Step 1: The teacher leads a brief whole-class discussion reviewing key topics covered by the textbook chapter.
Step 2: Students form heterogeneous cooperative learning groups with three or four students in each group. Each of the students selects one of the key topics reviewed during the discussion.
Step 3: Individual students write one or two sentences about their topic on sentence strips.
Step 4: The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the chapter and correcting any errors in grammar or spelling.
After participating in this activity, all of the students review the chapter in their science text about volcanoes.
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50. The paragraph-building activity described is likely to promote students' reading development primarily by helping them:- Aapply knowledge of common text structures to improve comprehension as they read.
- Btransfer skills from oral language to written language.
- Cuse a variety of word identification strategies.
- Dunderstand differences between spoken and written English.
51A sixth-grade class that includes several English Learners has been studying volcanoes. The teacher designs the following paragraph-building activity as part of a chapter review toward the end of the unit.
Step 1: The teacher leads a brief whole-class discussion reviewing key topics covered by the textbook chapter.
Step 2: Students form heterogeneous cooperative learning groups with three or four students in each group. Each of the students selects one of the key topics reviewed during the discussion.
Step 3: Individual students write one or two sentences about their topic on sentence strips.
Step 4: The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the chapter and correcting any errors in grammar or spelling.
After participating in this activity, all of the students review the chapter in their science text about volcanoes.
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51. After assessing the effectiveness of this activity, the teacher decides to include an additional step. For step 5, the teacher will guide students to develop topic sentences for the paragraphs they generated. This modification is most likely to promote students' reading development by:- Aencouraging students to draw on prior knowledge to clarify their understanding as they read.
- Bhelping students distinguish between facts and opinions as they read.
- Cencouraging students to apply vocabulary knowledge in new contexts.
- Dhelping students recognize main ideas and how supporting details relate to main ideas.
52
A sixth-grade class that includes several English Learners has been studying volcanoes. The teacher designs the following paragraph-building activity as part of a chapter review toward the end of the unit.
Step 1: The teacher leads a brief whole-class discussion reviewing key topics covered by the textbook chapter.
Step 2: Students form heterogeneous cooperative learning groups with three or four students in each group. Each of the students selects one of the key topics reviewed during the discussion.
Step 3: Individual students write one or two sentences about their topic on sentence strips.
Step 4: The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the chapter and correcting any errors in grammar or spelling.
After participating in this activity, all of the students review the chapter in their science text about volcanoes.
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52. Which of the following best describes one important way in which this activity is likely to benefit English Learners?- AArranging sentences in a meaningful order helps English Learners develop skills for locating and retrieving related information from content-area texts.
- BCombining sentences into paragraphs encourages English Learners to employ a variety of word identification strategies.
- CDiscussing and writing about a content-area topic support English Learners' reading related to the topic by reinforcing key concepts and academic-language development.
- DAnalyzing and editing individual sentences improve English Learners' reading fluency by helping them chunk text as they read.
53To promote students' comprehension of a passage about comets and meteoroids, a middle school teacher shows the students how to use facts from the text to complete the following Venn diagram
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This comprehension strategy is most effective in facilitating students' ability to:
- Ause inferential comprehension skills to identify cause-and-effect relationships.
- Bdraw on their prior knowledge to clarify understanding.
- Corganize textual information according to similarities and differences.
- Dapply their vocabulary knowledge in new contexts.
54An eighth-grade class will be reading a drama that is a challenging grade-level text. The teacher is concerned that a student in the class who has a reading disability will have difficulty keeping up with and understanding the reading assignments. Which of the following strategies would be most effective for the teacher to use to promote the student's access to the text and his ability to participate fully in class discussions related to it?
- Aassigning the student the play several weeks before his classmates are scheduled to begin reading it
- Bproviding the student with a narrative version of the play to read rather than the original, dramatic version
- Cassigning the student only selected portions of the play, such as a few key speeches and dialogues
- Dproviding the student with an audiorecording of the play to listen to in conjunction with his reading
55A first-grade teacher plans to assess a student's comprehension of a short story through oral retelling. After the student silently reads the story, the teacher will prompt the student's retelling by asking open-ended questions. To prepare for this assessment, the teacher reads the story carefully and composes the questions. Which of the following additional steps would be most helpful for the teacher to take before the retelling activity begins?
- APrompt the student to recall similar tasks the student has previously performed.
- BPrepare a checklist of the key elements that an effective retelling of this story should include.
- CReview grades earned by the student on recent tests and quizzes in language arts.
- DRemind the student to concentrate on recalling as many details as possible during the retelling.
56A fifth-grade teacher is teaching a unit on fiction. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by:
- Aguiding students to analyze the relationship between plot and character in a literary text.
- Bhelping students identify and understand the theme of a literary text.
- Cfostering students' ability to distinguish an author's use of fact versus opinion in a text.
- Denhancing students' ability to use self-monitoring strategies to clarify the meaning of a text.
57A third-grade teacher prepares several poster-sized copies of the star diagram illustrated below.
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After reading an assigned story, students divide into small groups, and the teacher distributes a copy of the star diagram to each group. The members of each group discuss how the six questions (who, what, when, where, why, and how) apply to the story and write answers in the six points of the star. The teacher then displays the completed star diagrams and leads a whole-class discussion about them. This instructional activity is most likely to promote students' reading proficiency in which of the following ways?
- Aimproving students' comprehension by encouraging them to analyze a text's underlying theme
- Bhelping students learn a strategy for using visual representation to analyze key elements of a text
- Cimproving students' comprehension by encouraging them to connect personal experience to a text
- Dhelping students learn to use evaluative comprehension skills to determine an author's point of view
5858. A sixth-grade teacher has students read a short expository text. After the students finish reading the text, the teacher uses guided discussion to help them complete the form shown below.
This writing activity promotes students' comprehension and analysis of expository texts primarily by:
- Adeveloping their ability to evaluate the adequacy of an author's conclusions.
- Bteaching them explicit strategies for distinguishing facts from opinions.
- Cencouraging them to identify ways in which a text reflects the traditions and beliefs of its author.
- Dhelping them clarify their understanding of a text through the use of outlines.
59 fourth-grade class is beginning a unit on deserts. The teacher starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed web is shown below.
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59. Creating such a web is likely to promote students' ability to retain and use information they read about a topic by:
- Aencouraging students to attend to new information on the topic rather than to familiar information.
- Bproviding students with the vocabulary they need to make sense of their reading.
- Cprompting students to assess the accuracy of their prior knowledge of the topic.
- Dhelping students learn to use categories to organize their thinking about the topic.
60 fourth-grade class is beginning a unit on deserts. The teacher starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed web is shown below.
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60. After giving each student a copy of the web developed by the class, the teacher could best help students make use of the web to learn and retain facts from their reading by asking them to:- Aadd continuously to the web as they encounter and analyze new information in their reading.
- Bcompare the content of this web to the content of webs on other topics.
- Creview each category on the web to ensure that it is an appropriate one to have included.
- Dmemorize the information on the web before they begin their reading.
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- Quiz on RICA Website Practice Test , created by Ryan Keating on 31/12/2020.
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- Ryan Keating
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